The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students’ Science Achievement

Kulo, Violet; Bodzin, Alec M.

doi:10.1007/s10956-012-9373-0

Cited by 26 publications

(12 citation statements)

References 25 publications

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“…It was indicated that in inquiry-based learning, teachers and students are involved in the process by asking questions so that students can actively think. In this respect, it was underlined that students' cognitive skills improved along with their critical thinking skills because they now had the skills to transmit knowledge from one field to the other (Kingir et al, 2012;Kulo & Bodzin, 2013). In longitudinal research, it was determined that inquiry-based learning affects the development of students' various skills (Chen et al, 2016).…”

Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

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Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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“…Mahasiswa diminta untuk membuat persepsi tentang konservasi energi berdasarkan latar belakang disiplin ilmu yang dipelajarinya. d. Kulo,2012(Kulo & Bodzin, 2013 (Stoeckel, Esser, Gamer, BÃ¼chel, & von Leupoldt, 2015); (Patonah & Rahardjo, n.d.).…”

Section: Ketersediaan Pendidikan Lingkungan Hidup Pada Setiap Jenjangunclassified

“…Kulo & Bodzin, 2013);(Abu Md Abdul Wadud, Tousif Zaman, Rabbee, & Rajibur Rahman, 2013);(Alrikabi, 2014);(Systems & Sciences, 2017) penjelasannya adalah sebagai berikut: a. Sumber energi yang tidak dapat diperbarui, yaitu sumber energi yang terbatas dan akhirnya akan habis b. Sumber energi yang dapat diperbarui, yaitu energi dihasilkan dari proses alam yang bisa diganti atau dipulihkan, yang termasuk dalam kelompok ini adalah:…”

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Potential Content of Energy Material for Empowering Environmental Awareness in Science Lesson in Elementary School Teacher Candidate

Patonah¹,

Rahardjo²,

Cari³

et al. 2018

SHEs

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<em>Environmental damage is increasingly worrisome, requiring basic handling. Among the important roles in the process of preparing human resources that have environmental concerns is through education. Especially in basic education. Therefore preparing prospective elementary school teachers who can undertake the task of preparing future resources that have environmental concerns becomes an urgent need. The process of preparing teachers to have environmental concerns can be taught through energy learning. The subject / unit about energy is an option because the discussion is very close to everyday life.</em>

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“…With the increasing popularity of global on-line mapping web applicatons (e.g. Google Maps, Microsof Virtual Earth, Yahoo Maps, ArcGIS Online), Web GIS is part of "business exchange" and there is an ever-growing volume of literature and public partcipaton (Carver, 2001;Clark, Monk & Yool, 2007;Kulo & Bodzin, 2013).…”

Section: Integraton Of Technology and Fun Into Project-based Learningmentioning

confidence: 99%

Linking climate change education through the integration of a kite-borne remote sensing system

Xie

Henry

Bydlowski

et al. 2014

J. Technol. Sci. Educ.

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A majority of secondary science teachers are found to include the topic of climate change in their courses. However, teachers informally and sporadically discuss climate change and students rarely understand the underlying scientfc concepts. The project team developed an innovatve pedagogical approach, in which teachers and students learn climate change concepts by analyzing Natonal Aeronautcs and Space Administraton (NASA) global data collected through satellites and by imitatng the NASA data collecton process through NASA Airborne Earth Research Observaton Kites And Tethered Systems (AEROKATS), a kite-borne remote sensing system. Besides AEROKATS, other major components of this system include a web-collecton of NASA and remote sensing data and related educatonal resources, project-based learning for teacher professional development, teacher and student feld trips, iOS devices, smart feld data collector apps, portable weather statons, probeware, and a virtual teacher collaboratory supported with a GIS-enabled mapping portal. Three sets of research instruments, the NASA Long-Term Experience-Educator End of Event Survey, the Teacher End of Project Survey, and the pre-and-post-Investgatng Climate Change and Remote Sensing (ICCARS) project student exams, are adapted to study the pedagogical impacts of the NASA AEROKATS remote sensing system. These fndings confrm that climate change educaton is more efectve when both teachers and students actvely partcipate in authentc scientfc inquiry by collectng and analyzing remote sensing data, developing hypotheses, designing experiments, sharing fndings, and discussing results.

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The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students’ Science Achievement

Cited by 26 publications

References 25 publications

Teaching Mechanical Waves by Inquiry-Based Learning

Teaching Mechanical Waves by Inquiry-Based Learning

Potential Content of Energy Material for Empowering Environmental Awareness in Science Lesson in Elementary School Teacher Candidate

Linking climate change education through the integration of a kite-borne remote sensing system

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